TitleCombining a kindergarten readiness summer program with a self-regulation intervention improves school readiness
Publication TypeJournal Article
Year of Publication2018
AuthorsDuncan, RJ, Schmitt, SA, Burke, M, McClelland, MM
JournalEarly Childhood Research Quarterly
Pagination291 - 300
Date PublishedJan-31-2018


  • RLPL intervention improved children’s self-regulation compared to control group.
  • B2K + RLPL improved self-regulation, math, and literacy compared to expected change.
  • Summer programs can help reduce school entry gaps for vulnerable populations.

Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that served children with no prior preschool experience. The first study goal was to examine the effects of adding a self-regulation intervention to the B2K program on children’s self-regulation, math, and literacy. The second study goal was to compare changes in self-regulation, math, and literacy during the kindergarten transition period for children attending the B2K program with the intervention to expected development. Results from a randomized trial indicated that children who participated in the B2K program that included the self-regulation intervention experienced more gains in self-regulation relative to children who participated in the B2K program alone. There were no significant effects on math or literacy at the end of the program. However, when examining change during the kindergarten transition period, participation in the B2K program with the self-regulation intervention was associated with improved growth in self-regulation, math, and literacy into the fall of kindergarten compared to expected development. Collectively, the findings suggest a kindergarten readiness summer program that incorporates a self-regulation intervention leads to improved school readiness in children at higher risk for later school difficulties.

Short TitleEarly Childhood Research Quarterly